I'm Joe Westbrook from the Center for International Education at the University of Sussex and I was pi4 a rigorous review on pedagogy curriculum teaching practices and teacher education and our key question is what is the evidence on effective pedagogical practices under what conditions and with what population of learners so the two key issues we needed to deal with from the beginning was that we needed to get beyond labels such as student or child centered or active learning and therefore we looked and wanted to include studies which had a lot of real details about practices of
what teachers knew and what they did and that was very often in qualitative studies so we had a very very few were in quantitative studies and that meant that there at the papers came the different different aims and different research methods and therefore we couldn't directly compare across and also we had to consider what was what we meant by effective and again we took a broad brush and that was both indicators of student learning outcomes such as greater engagement by students in a lesson other more invisible indicators such as better attendance and community and parental
approval but also measures which means measuring student learning outcomes either by standardized test or by some national data so we use both indicators and measures so we boiled down to 45 papers from a wide range of countries most of the students there were from disadvantaged areas marginalized children and girls so that our findings pertained to to those particular kind of children that there were three particular aspects that came across strongly or relatively strongly from studies reporting positive outcomes and they were attitudes strategies and practices teachers positive attitudes who was their training and their students was
very important but that was important because it shaped the way in which they enacted three overarching strategies that were communicative by nature and those three strategies were teachers giving feedback and paying inclusive attention to students and that came out relatively strongly the other two less strong but certainly present were teachers creating a safe environment for their students to learn in and that often meant withholding corporal punishment and any threat of violence and thirdly drawing on their students background and experience experiences and so making the content meaningful and accessible so those who are interactive or communicative
in nature and those in turn interacted on six practices that came up commonly across this body of evidence the four practices which came out slightly stronger than the rest were teachers using group and pair work in particular ways teachers using good learning materials and going beyond just replicating or regurgitating the textbook teachers use the open and close questioning and asking for for students to respond and having wait time and asking students to give questions as questions and teachers planning their lesson so they had a variety of different structures to the lesson that they didn't just
vary it and to other ones less with slightly weaker evidence were teachers drawing on strong content knowledge in order to explain or get over a concept and also using local language and code switching so those were attitudes and strategies and practices and conversely the body of evidence also showed that those practices the same practices that came up could also believe be implemented poorly if they were devoid of this communicative aspect so that we had actually in the end an almost equal body of evidence saying look this if you use if you ask questioning in a
communicative way then you'll get a good response but if you also ask questioning that just fire off for a quick number of questions without bothering to wait to see if students would really respond then that that practices is not so effective there were also facilitating factors and barriers to teachers implementing these effective practices and that came from looking at teacher education and the curriculum what came out strongly out of papers touching on those was the importance of teacher peer support and that had a larger number of studies where teachers felt supported to implement these pedagogy
x' from colleagues or within a school cluster other facilitating factors were where that the pedagogical the the input or the training given matched the kind of pedagogy that was supposed to be used so if you're using a child's into pedagogy as a teacher the way that you're trained to use it is not just by lecture also whether the curriculum was accessible and appropriately pitched and where the assessment of the school curriculum matched the group matched what the teachers had to do and also the importance of head teacher and community support amongst the barriers the overriding
barrier perhaps not surprisingly for teachers to be effective was lack of learning materials and very large classes that came through a very large number of studies but also where you know again conversely there was misalignment between the training the teachers were given and what they were supposed to deliver so the evidence base itself is moderate and with a very large number of very different papers but there was consistency in what the studies reported both negative findings and positive outcomes so we said most of the papers were qualitative there were three papers that tried to correlate
teacher characteristics and practices with directly with what students were learning and those were included and they give greater robustness but that also leads us to to look at the research gaps in terms the research gaps there's a need for larger scale mixed methods studies using baseline and post-test ways of measuring student attainment as well as giving details of the practices and also including student perspectives on their learning there will research gaps in seeing what effective practices we use with very large classes and also effective pedagogists be used with children with disabilities those in multi grade
classes and students who are over age and examples of curricular design for very specific groups where the curriculum has being revised but also teachers use of assessment in relation to the curriculum
